Introduction - Telling Tales Out Of SchoolIntroduction to the Research Methodology
Outline of the Structure of this Thesis
Section One: Chapters One to Four
Introduction - My Experience
Introduction - KnowledgeThe Many Forms of Constructivism
Teachers' Understandings of the Nature of Science
Paul Feyerabend and Epistemological Anarchy
Peter Taylor and Critical Constructivism
Jack Whitehead and Living Educational Theory
Frederick Steier and Reflexivity
David Geelan and Value-Driven Eclecticism
Logic
Introduction - Standing and Looking (Back)Max Van Manen: Hermeneutic Phenomenological Inquiry and PedagogicalThoughtfulness
Jean Clandinin and Michael Connelly: Narratives of Experience
John Van Maanen: Impressionist Tales and the Third Moment of Ethnography
Verisimilitude, Representation and Legitimation
Prologue: Farewells
Introduction - Results?
Introduction - The Real World?
Introduction - The Learning JourneyCritical Reflection - Vices and Virtues
Implications for My Teaching/Learning/Research Practice
Reforms are difficult
Appendix One: Voyage to Centauri
Appendix Two: Instruments and Data - CLES and BASSSQ
Appendix Three: Teacher Interviews
Appendix Four: Evolution of the Thesis
Figure One - Graphic representation of facets of the first research question
Figure Two - Comparing teacher responses on the 'perceived' form of the Constructivist LearningEnvironment Survey (CLES)
Figure Three - Comparing teacher responses on the 'preferred' form of the Constructivist LearningEnvironment Survey (CLES)
Figure Four - Comparing teacher responses on the Beliefs About Science and School ScienceQuestionnaire (BASSSQ)
Figure Five - Comparing student responses on the 'perceived' form of the Constructivist LearningEnvironment Survey (CLES)
Figure Six - Comparing student responses on the 'preferred' form of the Constructivist LearningEnvironment Survey (CLES)
Figure Seven - Comparing student responses on the Beliefs About Science and School ScienceQuestionnaire (BASSSQ)
Figure Eight - Constructivist Learning Environment Survey, perceived and preferred forms, CarolynYoung and class, November 1996
Figure Nine - Beliefs About Science and School Science Questionnaire (BASSSQ), Carolyn Youngand class, November 1996
Figure Ten - Constructivist Learning Environment Survey (CLES), perceived and preferred forms,Andrea King and class, November 1996
Figure Eleven - Beliefs About Science and School Science Questionnaire (BASSSQ), Andrea Kingand class, November 1996
Figure Twelve - Constructivist Learning Environment Survey (CLES), perceived and preferredforms, Candace James, November 1997, and class, November 1996
Figure Thirteen - Beliefs About Science and School Science Questionnaire (BASSSQ), CandaceJames, November 1997, and class, November 1996
Figure Fourteen - Constructivist Learning Environment Survey (CLES), perceived and preferredforms, Alyx Nilssen, November 1997, and class, November 1996
Figure Fifteen - Beliefs About Science and School Science Questionnaire (BASSSQ), Alyx Nilssen,November 1997, and class, November 1996
Table One - Facets of the first research question
Table Two - Scales of the Constructivist Learning Environment Survey (CLES)
Table Three - Scales of the Beliefs About Science and School Science Questionnaire (BASSSQ)
Table Four - Result Summary, CLES and BASSSQ, all classes and teachers